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Bohol Island State University

COLLEGE OF ADVANCE STUDIES

Training and Development of Employees

February 18, 2023

Report submitted to

MARJORIE P. ALIBO,PhD,RGC

as partial fulfillment of the requirements in

EDU 321 Human Resource Management in Educational Organizations

2nd Semester, 2022-2023

NIKKA NIRISSA C. BOLIGAO, MAT-Mathematics

Doctor of Education major in Educational Management

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Table of Contents

PAGE

Focus Questions …………………………………. 3

Training and Development of Employees

Employee Orientation ………………………………. 4

Using Training to Deal with Competitive ……………………………….. 7

Challenges

Training Process ………………………………… 7

Training Options …………………………………. 13

References ………………………………… 15
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Focus Questions:

1. What is employee’s orientation? Why do we need to orient our employees?

2. What rule was training play?

3. How does the training meet the educational, skills and attitude needs of the
employees?

4. How does the training bring about behavioral changes to the organizations?

5. How does the training affect the performance of the employees’, in their own views and
the managers’ view?
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Training and Development of Employees

Employee Orientation

Orientation (sometimes called an induction or "on-boarding") is the process of

introducing new, inexperienced, and transferred workers to the organization, their
supervisors, co-workers, work areas, and jobs, and especially to health and safety.
Providing training and extra assistance during the initial period of employment is critical,
regardless of the age of the employee, as they are not familiar with the hazards of the job
or the workplace.

This is the orientation of the employees for them to become familiar with assigned
tasks, the organization’s practices, and procedures.

Employee orientation is similar to what sociologist refers to socialization.

Socialization is the process when a new employee learns the norms, values, goals, work
procedures, and patterns of behavior that are expected by the organization.

Orientation should be conducted at two levels:

1. Organization/ Overview orientation- topics discussed include overview of the

company, key policies, and procedures, compensation, benefits, safety, and accident
prevention, employee and union relation if there is any physical facilities, and the like.

2. Department and Job orientation- topics about the department function and duties and
responsibilities of the newly hired employees, policies, procedures, rules and regulations,
tour of the department, and introduction to the department employees.
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Training

Training and development is defined by Dessler (2005) as a process that utilizes

various methods to provide new and existing employees with the skills they need to
perform the job.

Employee training has become increasingly important for organizations to improve

service quality, decrease labour costs, increase productivity and profitability, and
effectively manage workforce diversity.(Kim, 2006).

It is also a learning process that involves the acquisition of knowledge, sharpening

of skills, concepts, rules or changing of attitudes and behaviors to enhance the
performance of the employees.

Human resource management (HRM) literature (Beardwell, Holden, Claydon,

2004; Cascio, 1998; Cherrington, 1995;Dessler,2005; Ivancevich, 2003; Mondy & Noe,
2005; Noe, Hollenbeck, Gerhardt & Wright, 2006; Torrington , Hall & Taylor, 2005; Yong,
2003), viewed training and development as an important activity that contributes to an
resources management and that training and development is required to knowledge
enhancement.

Importance of Training

1. Increases organizational commitment

2. Develops the cognitive, physical and spiritual dimensions of the employee

3. Improves job performance

4. Contributes to flexibility to adapt to changing internal and external factors

5. Develops interpersonal skills

6. Creates an interesting and challenging environment

7. Fosters greater organizational stability less employee turnover and conflicts

8. Helps reduce costs in the secretariat

9. Heightens employee morale.

10. Increases knowledge and awareness of the total environment.

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11. Helps achieve overall organizational objectives

12. Helps retain a competent and efficient workforce

13. Develops creativity and problem solving skills

14. Helps improve and acquire technical skills

The major impact of training on the organizations can be summed up as follows:

1. Improving the quantity and quality of organizations output.

2. Increasing the chance of organizational success.

3. Safeguards the organizational stability.

4. Decreasing the risk of processes.

5. Decreasing organizational costs and expenses x

6. Improving the management of the organization.

7. Establishing the organization as national and international entities

Objectives of Training and Development

1. Improve productivity and the quality and quantity of output.

2. Effectiveness in the present job.

3. Create more favorable attitudes such as loyalty and cooperation.

4. Help employees in their personal development and advancement by helping

them to acquire additional qualifications for a better job.

5. Help organization respond to dynamic market conditions and changing

customers’ demands.

6. Satisfy human resource planning requirements.

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Using Training to deal with competitive challenges:

1. Global Challenges – In the advent of a borderless society, cross-cultural training is

important to prepare employees and their families for possible overseas assignment.

2. Quality challenges- forced employers to train their employees to create high-quality

products and services.

3. High performance work system challenge- New technology causes changes in skill
requirement and work rules, and often results in redesigning work structure

Training Process

1. Training Needs Analysis (TNA) / Needs Assessment

This refers to the process used to determine if training is necessary. It identifies

specific job performance deficiencies and increase productivity.

Five methods used to gather needs assessment information:

a. Interviews- can be used to take note of the problem of the employee in relation to the
job, additional skills or knowledge the employee needs to better perform the job, and what
training the employee believes is needed.

b. Survey questionnaire- involves developing a list of skills required to perform particular

jobs effectively and asking employees to check skills in which they believe they need
training on.

c. Observation – specialists in the HR department who have been trained to conduct job
analysis are usually adept at observing to identify the training needs.

d. Focus groups- employees from various departments who conduct focus sessions to
determine skills and knowledge needed by employees for the organization to stay
competitive and identify problems of the organization that can be solved by training.

e. Documentation examination- this involves examining records like absenteeism,

turnover, accident rates, and performance appraisal information to determine if the
problem exists and whether any problems identified can be addressed through training.
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Needs Assessment Process

a. Organizational analysis- involves determining the appropriateness of training, given

the company’s business strategy, its resources available for the training, and support by
managers and peers for training activities.

b. Person/performance analysis- determining the training needs of current employees.

c. Task analysis – assessing training needs of the new employees.

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Steps in using Performance Analysis to Determine Training Needs

Step 1: Appraise employee performance to determine how employees are doing and how
they should be doing their assigned task to take note of behavior discrepancy or
lack of experiences.

Step 2: Determine cost of value of correcting identified behavior discrepancy to find out if
it is worth the cost, time, and expense involved.

Step 3: It is important to determine if the employee could do the expected job if he/she
wanted to or he/she cannot do the job because of lack of skills.

Step 4: Performance standard should be clearly communicated to improve performance of

those who cannot do the job.

Step 5: Eliminate obstacles by determining other factors that can hinder performance such
as time, equipment, and other people.

Step 6: Practice can help improve performance.

Step 7: If performance analysis indicates the need to acquire skills, training is a viable
consideration.

Step 8: In redesigning through job enrichment, job simplification may be the best solution.

Step 9: Last resort is either transfer or termination if the performance is still a failure after
exhausting all means to help the employees improve his/her performance.

2. Designing the training programs/Training objectives

a. Instructional objectives- What principles, facts, and concepts should be

learned in the training program taking into consideration the positions of the
participants.

b. Organizational and departmental objectives – What impact will be training

have on organizational and departmental outcomes such as absenteeism,
turnover, reduced costs, improved productivity, accident rate and the like?
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c. Individual and growth objectives -What impact will the training have on the
behavioral and attitudinal outcomes of the individual trainee and on the personal growth of
the trainee?

Importance of Training Objectives

a. Considering that resources are always limited, the training objectives actually
lead the design of training.

b. It tells the trainee what is expected out of his/her at the end of the training
program.

c. It becomes easy for the training evaluator to measure the progress of the
trainees because the objectives define the expected performance of the
trainee.

Training Design

The design of the training program can be undertaken only when a clear training
objectives has been produced.

The training objectives clarify what goal has to be achieved by the end of the
training program. Training objectives assist trainers to design the training process.

A good training design requires close scrutiny of the trainees and their profiles.

3. Validation- Introduce and validate the training before a representative audience.

4. Implementation of the training Program

The following are the factors that should be kept in mind while implementing a
training program:

a. The Trainer- The trainer needs to be prepared mentally before the delivery of
content.

b. Physical Setup- Good physical setup is a prerequisite for effective and

successful training program because it makes the first impression
on participants.
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c. Establishing rapport with participants- A trainer can establish good rapport

with trainees by:

 Greeting participants which is the simplest way to ease those initial tense
moments:
 Encouraging informal conversation:
 Remembering their first name:
 Pairing up the learners and have them get familiarized with one another:
 Listening carefully to trainees’ comments and opinions:
 Telling the learners by what name the trainer wants to be addressed:
 Getting to class before the arrival of the learners:
 Starting the class promptly at the scheduled time;
 Using familiar examples;
 Varying the instructional techniques: and
 Using the alternate approach if one seems to bog down.

d. Reviewing the agenda- The trainer must tell the participants the goal of the program,
what is expected of the trainer, the flow of the program, and how the program will run.

The following information needs to be included:

 Kinds of training activities

 Schedule
 Setting group norms
 Housekeeping arrangements
 Flow of the program
 Handling problematic situations

5. Training evaluation- This will help check whether training has had the desired effect.

Purposes of training evaluation:

a. Feedback- Giving helps the candidates define the objectives and link them to
learning outcomes.
b. Research- It helps in ascertaining the relationship between acquired knowledge,
transfer of knowledge at the work place, and trainings.
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Process of Training Evaluation

Before the training

The learners’ skills and knowledge are assessed before the training because this
can help determine whether the actual outcomes are aligned with the expected outcomes
of the training.

During the training

This is the phase at which instruction is started. This is usually consists of short
tests at regular intervals.

After the Training

This phase is designed to determine whether training given had the desired effect
at individual departments and organizational levels. Observation, questionnaires, and
interview are some of the techniques used for evaluation.

One can also measure the success of the training program according to:
a. Reaction of the learner
           The learners' immediate reactions to the training can determine if they are already
bored while the training is ongoing. Reaction level should include measuring of the
trainees' reactions to program content, format, instructional techniques, abilities and the
style of trainer, extent to which the training objectives were met and the like.

b. Learning level
             This refers to how well the trainees understood and absorb the principles, facts,
and skills taught. To obtain an accurate picture of what was learned, trainees should be
tested before and after the program or through feedback devices using pretest and
posttest to measure what learners have actually learned.
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c. Behavior of the learner

          Supervisor's reaction to learners' performance following completion of the training
should be documented. This is to measure the degree to which the learners apply newly
acquired skills and knowledge to their jobs. To evaluate behavioral change, a systematic
appraisal should be made including statistical analysis of on the job performance on a
before and after basis and to relate changes to the training program. This should be made
at least after six months after the training so that the trainee will have an opportunity to put
what they learned into practice.

d. Results
          Determine the level of improvement in job performance and assess needed
maintenance to ensure continuous good performance. This is an attempt to measure
changes in variables such as reduced turnover, reduced costs, improved efficiency,
reduction in grievance, and increase in quality and quantity of production. Pretest, 
posttest and controlled group experimentation are also required to come up with accurate
results in the evaluation of the given training.

Training Options

1. Outsourcing
It allows organizations to concentrate  on their core business. . With the
availability of sufficient  amount of know-how and proficiency in the market, it does not
make business sense for organizations to have a separate training divisions.

2. Internal Training
Some outsource companies recruit external trainers and call them to the company
site to train  employees. This alternative is generally for the new employees who are given
the fundamental or job-related training in-house and then send outside for higher training.
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3. Product-related training
The dealer who delivers the apparatus or installs the system offers the initial
training. The user may negotiate with the dealer for regular updates and upgrades of the
product-related know-how or expertise to place of a one-time training. This apparatus
dealer may choose to send their trainers or recruit outside trainers.

4. Independent Professionals
Considering the emerging threats and opportunities, professionals need to keep
themselves updated of the development. In this option, the responsibility of training is
entirely on the individual and a better-trained professional will always have better market
worth than others. 
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References Cited

Barzegar, N., & Farjad, S. (2011). A study on the impact of on the job training courses on
the staff performance (a case study). Procedia-Social and Behavioral
Sciences, 29, 1942-1949

Beardwell, I., Holden, L. and Claydon, T. (2004) Human Resource Management a

Contemporary Approach, 4th edition, Harlow: Prentice Hall

Corpuz, Crispina R. ( ). Human Resource Management. Rex Book Store. Pp 63-77.

Dessler,Gary.(2005).A Framework for Human Resource Management. Prentice Hall.)

Farjad, S. (2012). The Evaluation Effectiveness of training courses in University by

Kirkpatrick Model (case study: Islamshahr university). Procedia-Social and
Behavioral Sciences, 46, 2837-2841.

Kim, B.-Y. (2006). Managing workforce diversity: Developing a learning organization.

Journal of Human Resources in Hospitality & Tourism, 5(2),69 90

Ludwikowska, K. (2021). The mediating role of employee-oriented human resource policy

in the relationship between strategic human resource management and
organisational performance. In Forum Scientiae Oeconomia (Vol. 9, No. 2, pp.
131-150). Wydawnictwo Naukowe Akademii WSB.

Wallace, K. L. (2009). Creating an effective new employee orientation program. Library

Leadership and management, 23(4), 168-176.